Science Unit Oultine

Whats on the table? Its elementary! 4-5 weeks

Unit Tile: Duration (weeks):
(3 x 60 minutes lessons / week)
5 9
Stage: Year:
How do you explain the organisation of the periodic table in relation to atoms?
Key Concepts / Big Ideas
(Essential Question)
This unit of work is concerned with understanding the composition and behaviour of matter. The key concept developed in this
Unit Context:
unit program is that the chemical and physical properties of substances are determined by their structure on an atomic scale.
(Scope and Sequence
Information)
Through active participation in challenging and engaging experiences in science, students develop a positive self-concept as
Rationale:
learners and gain confidence in and enjoyment from their learning. Their understanding of science and its social and cultural
(The importance of this contexts provides a basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage
learning) in finding innovative solutions to science-related personal, social and global issues, including sustainable futures.
Literacy Focus Numeracy Focus ICT Focus Differentiation

Vocabulary and comprehension Basic arithmetic, measuring Computing, Research, Using software Gifted and Talented, Scaffolding

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia Sustainability

General Capabilities
Information and Intercultural Literacy Personal and social
Critical and creative Ethical Numeracy
communication technology
thinking understanding understanding capability
capability

Other learning across the curriculum areas

Civics and citizenship Difference and diversity Work and enterprise
Outcomes

Values and Attitudes

Outcomes
SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

Skills
Strand Outcomes Content
Questioning and predicting SC5-4WS WS4a., WS4b.

Planning investigations SC5-5WS WS5.1a., WS5.1b., WS5.1c., WS5.1d.

WS5.2a., WS5.2b., WS5.2c., WS5.2d., WS5.2e.
WS5.3a., WS5.3b, WS5.3c., WS5.3d.

Conducting investigations SC5-6WS WS6a., WS6b., WS6c., WS6d., WS6e., WS6f.

Processing and analysing data and information SC5-7WS WS7.1a., WS7.1b, WS7.1c, WS7d., WS7e., WS7f.
WS7.2a, WS7.2b., WS7.2c., WS7.2d., WS7.2e., WS7.2f., WS7.2g.

Problem solving SC5-8WS WS8a., WS8b., WS8c., WS8d., WS8e., WS8f., WS8g.

Communicating SC5-9WS WS9a., WS9b., WS9c., WS9d., WS9e.

Knowledge and understanding

Strand Outcomes
Chemical world explains how models, theories
and laws about matter have
been refined as new scientific
evidence becomes available
SC5-16CW
Content
CW2 The atomic structure and properties of elements are used to organise them in the
Periodic Table. (ACSSU186)
CW2a., CW2b., CW2c., CW2d., CW2e., CW2f.

Duration: Knowledge & Working Teaching and Learning Strategies Assessment For Resources
 Understanding Scientifically Learning
Content Content
1 lesson a. identify the Questioning and Explicit teaching instruction on atoms PowerPoint
atom as the predicting
The teacher re-introduces the fact that an atom is Lecture presentation is
smallest unit of
Problem solving the smallest unit of an element and that the given to the class using
an element and
chemical symbols of each type of atom (i.e. each the Atoms Atomic
that it can be Communicating
element) is represented by a symbol which denotes Number and Mass
represented by a
a single atom of that element (e.g. H hydrogen, S Number PowerPoint
symbol
sulfur, and Al aluminium). Teacher must tell presentation.
students that each symbol always starts with a
Resource obtained
capital letter, and any other later after that is always
from:
written in smaller letters.
Atoms Atomic
Teacher feedback Number and Mass
Student-centred short quiz on the elements on from the quiz Number
the Periodic Table activity
The teacher will hold up flashcards that pertains to a This is an informal Flashcards
range of elements on the Periodic Table. Each assessment, so after
flashcard will contain either the symbol of an students provide their Resource obtained
element or the name of an element. Students must answer, the teacher from:
solve and predict the symbol or name of the comments on
elements on the card. Before starting the activity, http://stemsheets.
students responses com/science/pdf/p
students will get an opportunity to view the Periodic by stating that it is
Table for a limited period of time so that they can eriodic-table-
either correct or
memorise as many atomic names and symbols as incorrect. The teacher worksheet/c3JjL3
they can for the quiz. explains the correct BlcmlvZGljLXRhY
answer and can mxlLXdvcmtzaGVl
elaborate on how the dCtrcy80MzM4K2
symbol is represented hkLzIrbzEvMTUrb
the way it is on the zJuMS8xK28ybjIv
Periodic Table, as
NDArbzNuMS8w
well as any additional
comments and K28zbjIvMCtwci8x
information.
 Additional flashcards:

http://stemsheets.
com/science/pdf/p
eriodic-table-
flash-
cards/c3JjL3Blcml
vZGljLXRhYmxlL
WZsYXNoLWNhc
mRzK3NpLzErYnI
vMStjbC8zK2tzLz
g0NjQrbzFuMS8x
K28xbjIvMStvMW
4zLzErbzFuNC8x
K28xbjUvMCtvM
m4xLzErbzJuMi8
4MCtwci8x

2 lessons for b. distinguish Questioning and Explicit teaching instruction on the number of PowerPoint
explicit between the predicting protons, neutrons and electrons of an atom
Lecture presentation is
teaching atoms of some
Planning Students revisits the structure of an atom with given to the class using
instruction + common
investigations reference to some common elements (I.e. hydrogen, the Atoms Atomic
2-3 lessons elements by
carbon and magnesium). Teacher re-distinguishes Number and Mass
for in-class comparing Conducting
between the different components of the atom and Number PowerPoint
time for information about investigations
describe what they are (i.e. what are protons, presentation.
STEM task + the numbers of Processing and neutrons, electrons, including what is the nucleus,
1-2 lessons protons, neutrons Resource obtained
analysing data shells of electrons, and electronic structure of an
dedicated to and electrons from:
Problem solving atom). The teacher can also explain that using
presentations Atoms Atomic
models is a convenient way of representating and
Communicating understanding a particular concept, however it is not Number and Mass
always accurate. Number
Student-centred labelling activity Labelling of atom Image
Students match the correct terms to the appropriate Students demonstrate A visual resource of the
images after learning comparisons between the how to correctly label different atomic theory
different components of an atom. the structure of the models developed by
atom. James Kennedy, a
VCEasy Chemistry
Teacher at Haileybury,
Teacher-facilitated Australia.
Student-centred research and modelling task
scaffolding of
This is an inquiry-based learning STEM assessment Resource obtained
student learning in
task. The context of the STEM task is the historical from:
the STEM task
development of the model of the atom with https://i.pinimg.co
While student groups
contributions from a number of famous scientists m/736x/c1/8f/e3/c
are engaging in the
(Dalton to Chadwick), otherwise known as Atomic
STEM task during in- 18fe3131eeb34b6
Theory. Students are exposed to the different
class time, the 00aa1c0d965268
models of atoms theorized by the following
teacher provide 88--science-
scientists:
supervision and curriculum-
- Dalton (1808) participate in
discussion, such as science-
- Thomson (1897) lessons.jpg
effective questioning,
- Rutherford (1911) with the students to
- Bohr (1913) assess their
understanding of the
- Schrodinger (1926) content.
- Chadwick (1932)
The teacher provides explicit teaching instruction to Marking Criteria
the historical development of each atomic model
with reference to their respective scientists, and how Students are marked
the models differentiate from one another leading up on their contribution to
to the STEM assessment task. the group as well as
displaying an
As for the task itself, students are to work together elaborately detailed
in small groups to construct an atomic model of an replica of the atomic
element, using one of the aforementioned atomic model of their chosen
theories as an inspiration. Students choose from a element. Also,
list of elements, ranging from smaller to heavier students will be
elements in the Periodic Table, and students can presenting their
choose any atomic model, expect for the Dalton models and findings
 model (as it is too rudimentary, seeing how it is the to the class upon
Website
first of the atomic models). Students must research completion of the
information regarding their chosen element and STEM assessment An online science
atomic model so that they can closely replicate the task. resource which covers
structure of the element. Student groups will need to content relating to
plan the kinds of materials and representations that atoms, specifically
they will need to work with to effectively portray their Post-presentation atomic structure, energy
atomic model. Q&A shells, electronic
structure and the
As this is an activity involving STEM, the task In order to validate the
development of atomic
requires students to carry over their skills and groups knowledge
theory.
expertise from other teaching disciplines, not just and understanding of
science. These discipline can include: Visual Arts, their assignment, Resource obtained
Industrial Technology, Information and Software there will be time at from:
Technology, and Mathematics to name a few. the end of
presentation for http://www.bbc.co.
In addition to working individually and collaborative uk/schools/gcsebit
asking questions
with their groupmates outside of classtime, student
either from the esize/science/add
groups are also given time in class to conduct their
teacher or students in _ocr_gateway/peri
investigation, where the teacher can actively
the audience. odic_table/atomstr
supervise each groups project and offer guidance to
students where appropriate. ucrev1.shtml
Upon completion of the STEM task, students will
present their atomic models and findings through a
presentation and post-presentation question and
answer segment. Lastely, these models can be
displayed around the classroom after the completion
of the presentations.
2 lessons c. describe the Questioning and Explicit teaching instruction on the atomic Completing and PowerPoint
organisation of predicting number and atomic mass of elements in the marking worksheet
Lecture presentation is
elements in the Periodic Table
Problem solving Teacher marks given to the class using
Periodic Table
Students recall the structure of the atom and that students work and the Atoms Atomic
using their atomic Communicating
the number of protons and neutrons that are present provide written and/or Number and Mass
number
makes up the mass of each atom results. verbal feedback, Number PowerPoint
specifically positive presentation.
Teacher recall to students that air, which is
reinforcement and
comprised of a number of gases, has mass. Resource obtained
areas of improvement
Balloons containing helium is able to float higher in from:
depending on the
the air because helium gas has a small mass. The
response. Atoms Atomic
sum of the number of protons and neutrons in an
atom is the atomic mass. Number and Mass
Depending on the
Number
Students learn that the atomic number of an students zone of
element on the Periodic Table is organised by the proximal
number of protons in which that element possesses. development, the
Numeracy activity
The general rule of thumb is that the number of teacher can scaffold
protons of an atom is the atomic number of that the students problem These questions are
atom. solving through giving derived from Atoms
hints and advice. Atomic Number and
Students can work Mass Number
Student-centred numeracy-based activity together and PowerPoint.
An activity where students receive a set of questions encourage one
pertaining to the atomic number and atomic mass of another in hopes of
enhancing their Extension worksheet
elements. The activity assesses students numeracy
skills as students calculate the mass of the atoms learning through A follow-up numeracy
and the number of neutrons in certain elements in collaboration. and comprehension task
The Periodic Table. Scaffolding by the for students to
teacher can be complete.
Differentation Numeracy Task: Gifted and provided to all
talented students, not just Resource obtained
Gifted and Talented. from:
This is an extension numeracy and comprehension
worksheet. These questions are a step up in http://queenwhitle
difficulty and the worksheet is given to students who
y.com/files/docum
have completed the previous numeracy worksheet.
ents/Atomic-
Number-and-
Glossary and naming elements and symbols Mass-Number-
activities worksheet-1.pdf
Student define the terms, give the name of some
common elements, and write the symbol of named Glossary and naming
elements in this student-centred worksheet activity. activity worksheet,
crossword activity,
and GAT worksheets
A student learning
resource with a variety
Crossword activity of elements and their of activities, obtained
symbols from Topic 1. Elements,
Compounds and
Students solve the crossword puzzles with the Mixtures PDF.
 available information given to them. The rules for
Resource obtained
this crossword are as follows:
from:
1. Give the symbol for any element where the
name is provided or give the name of the https://scilearn.sy
element where a symbol is provided. dney.edu.au/fych
emistry/bridging_c
2. The symbols must observe proper upper and
lower case conventions for chemical ourse/14bctopic1.
symbols. pdf
3. Names may start with an upper case letter
only where that letter is the initial letter of a
formula to be entered in the other direction
on the grid. All other letters in the name must
be lower case.

Differentiation Literacy Tasks: Gifted and

Talented
These are additional, more advanced questions
from the Topic 1. Elements, Compounds and
Mixtures worksheets. Naming of each element
while avoiding looking at the Periodic Table as much
as possible and Is this formula an element or
compound? worksheet are given to students that
have completed the glossary and crossword
activities.
1-2 lessons d. relate the Questioning and Explicit teaching instruction on the properties of Correction of PowerPoint
properties of predicting elements in the Periodic Table colouring and
Lecture presentation is
some common labelling of P.T.
Communicating A teacher-led lecture about the arrangement of given to the class using
elements to their
elements in the Periodic Table and the patterns of As students are going The Periodic Table
position in the
behaviour of some common elements. Students and listening to the PowerPoint
Periodic Table
learn about atomic number and patterns, the explanation and presentation.
positions of similar elements, arranging elements, instructions, the
Resource obtained
and the column and rows of the Periodic Table. The teacher checks that
from:
patterns of elements that are found in the properties students are colouring
of elements include: reactive metals, reactive gases in the appropriate The Periodic Table
and unreactive gases, non-metals and metalloids, elements according to
physical state, and reactivity of metals and non- its properties and
 metals. position in the
P.T. worksheet
Periodic Table.
A student hand-out,
Colouring of the Periodic Table activity which has a black and
white version of the
During the lecture, students use colour pencils,
Periodic Table, is used
highlighters, textas etc. are used to colour in the
for the colouring-in
arranged elements in the black and white Periodic
activity when the
Table in their worksheet, as instructed by the
teacher is giving explicit
teacher. Students associate different colours with
instruction.
the different properties of the arranged elements.
Students also label their Periodic Table according to Resource obtained
the arrangement and properties of elements, by from:
using arrows and keys.
https://cdn.thecon
versation.com/file
s/155128/area14
mp/image-
20170201-12656-
1hd5emj.jpg

1 lesson e. predict, using Questioning and Student-centred interactive Boardworks activity Feedback from PowerPoint
the Periodic predicting students responses
Students participate in a variety of interactive The Boardworks
Table, the
Problem solving Boardworks activity on the teachers PowerPoint During this activities are derived
properties of
slides. Students use their knowledge from learning Boardworks lesson, from The Periodic
some common Communicating
about the properties of elements to their position on information from the Table PowerPoint
elements
the Periodic Table and apply it in these Boardworks slides can be used to presentation.
activities by questioning and predicting, problem provide exposition
Resource obtained
solving, and communicating with their classmates. and context to the
from:
students. This will
build their previous The Periodic Table
and current
understanding, which
they will later apply as
students are engaging
the varied activities.
The questions and
activities in the
PowerPoint will have
 answers once
students have given
them a go.
2 lessons f. outline some Planning Student-centred spelling test Completion and PowerPoint
examples to investigations marking of spelling
A spelling test based of the terminology that The spelling words are
show how test
Conducting students have encountered and use throughout the derived from terms and
creativity, logical
investigations content strand, specifically CW2 of Stage 5 Upon completing the definitions in the Atoms
reasoning and
Chemical World. The teacher will define each word spelling test, students Atomic Number and
the scientific Processing and
and students write down what they think is the swap spelling tests Mass Number and The
evidence analysing data
correct word with the appropriate spelling. The with the person next Periodic Table
available at the and information
teacher may also give out hints if students seem to to them (to make the PowerPoint
time, contributed
struggle with the understanding of particular words. marking process fair) presentations.
to the
and the teacher
development of Resource obtained
provides the correct
the modern from:
answer to each word.
Periodic Table Atoms Atomic
In order to check for
the correct spelling of Number and Mass
each word, the Number
teacher can ask The Periodic Table
students with the
correct answer to Website
spell out their words. A set of online
The teacher can resources used for the
scaffold students lecture portion of the
knowledge and lessons. It shows
understanding during examples and key
the spelling test in the points in history that
form of hints, which contributed to the
provides additional development of the
information or Periodic Table as we
examples associated know it today. The
with that word, without websites also shows a
Explicit teaching instruction on the development directly giving out the
of the Periodic Table logical sequence of the
correct answer. development of the
Teacher describes the logical sequence of the modern Periodic Table
creation of the Periodic Table by teaching the in the form of timelines.
students what were the specific examples and major
contributions from the scientific community in the
making of the Periodic Table. The teacher could
also explain to students that they have been recent
Resource obtained
discoveries of new elements that have been
from:
included in the Periodic Table (elements 113, 115,
117 and 118), contributed by numerous scientists
https://www.timeto
around the world.
ast.com/timelines/
timeline-of-the-
Student-centred constructing a timeline task periodic-table-of-
Student elements
Following from the explicit teacher explanation, the collaboration and
students task is to construct a creative and logical facilitation by the
timeline through the use of ICT (i.e. research, https://www.slide
teacher share.net/Junginfi
software etc.). Pairs of students are grouped
together to complete this formative task as well as Student pairs are held nite/atomic-
present their timeline to the class. accountable for their theory-and-
actions in this task, periodic-table-
therefore pairs should
timeline-
encourage each other
and work 15340056
collaboratively to Website
effectively plan and Information pertaining to
design their timeline. the recently discovered
new elements, which
are Nihonium (Nh),
Moscovium (Mc),
Tennessine (Ts), and
Oganesson (Og).
Resource obtained
from:
http://www.smh.co
m.au/technology/s
Kahoot quiz score ci-tech/four-new-
Summative assessment Kahoot quiz elements-added-
and feedback from
Student-centred Kahoot quiz that summarises the teacher to-periodic-table-
content about the structure of atoms, properties of have-formal-
Students see their
common elements in The Periodic Table, and the names-20161201-
overall rank and score
development of the modern Periodic Table. Informal
against their gt2aix.html
summative assessment is used by the teacher to
classmates after
gauge the students knowledge and understanding
 in regards to the content statement. answering each
Kahoot: Atoms,
question. Once
Elements and The
students have
Periodic Table (Digital
attempted a question,
artefact)
the teacher provides
feedback by The Kahoot quizzes are
explaining information a teacher-developed
to each answer of the resource that
quiz. Winners will be determines the students
displayed at the end knowledge and
of the Kahoot game. understanding on the
structure of atoms,
atomic theory,
properties of common
elements, and the
development and
organisation of The
Periodic Table.
Resource obtained
from:
https://play.kahoot
.it/#/k/0b4880b0-
3b08-4790-8a9c-
87b095606ad6

Summative Assessment Description: Outcomes Assessed:

The Kahoot quiz summarises content about the structure of atoms, properties SC5-2VA
of common elements in The Periodic Table, and the development of the SC5-4WS
modern Periodic Table. This summative assessment was chosen and used to SC5-5WS
gauge the students knowledge and understanding in regards to the content SC5-6WS
statement and descriptors. SC5-7WS
SC5-8WS
SC5-9WS
SC5-16CW
Evaluation of Teaching and Learning:

a. Teacher feedback from the quiz activity

b. Labelling of atom
c. Teacher-facilitated scaffolding of student learning in the STEM task
d. Marking Criteria
e. Post-presentation Q&A
f. Completing and marking worksheet\
g. Correction of colouring and labelling of P.T.
h. Feedback from students responses
i. Completion and marking of spelling test
j. Student collaboration and facilitation by the teacher
k. Kahoot quiz score and feedback from the teacher
References:

1. AussieCanuck. (2012). Timeline of the Periodic Table of Elements. Accessed on October 4, 2017 from: https://www.timetoast.com/timelines/timeline-of-
the-periodic-table-of-elements
2. BBC. (2014). Atomic Structure. Accessed on October 4, 2017 from:
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/periodic_table/atomstrucrev1.shtml
3. Chatani, L., Moon, J. & Lee, H. (2012). Atomic Theory and Periodic Table Timeline. Accessed on October 4, 2017 from:
https://www.slideshare.net/Junginfinite/atomic-theory-and-periodic-table-timeline-15340056
4. Guarino, B. (2016). Four new elements added to periodic table have formal names. Accessed on October 4, 2017 from:
http://www.smh.com.au/technology/sci-tech/four-new-elements-added-to-periodic-table-have-formal-names-20161201-gt2aix.html
5. Kennedy, J. (2017). VCEasy Visual Chemistry 1.1.2a. Accessed on October 4, 2017 from:
https://i.pinimg.com/736x/c1/8f/e3/c18fe3131eeb34b600aa1c0d96526888--science-curriculum-science-lessons.jpg
6. STEMsheet.com. (2017). Periodic Table Flash Cards. Accessed on October 4, 2017 from: http://stemsheets.com/science/pdf/periodic-table-flash-
cards/c3JjL3BlcmlvZGljLXRhYmxlLWZsYXNoLWNhcmRzK3NpLzErYnIvMStjbC8zK2tzLzg0NjQrbzFuMS8xK28xbjIvMStvMW4zLzErbzFuNC8xK28xbjUv
MCtvMm4xLzErbzJuMi84MCtwci8x
7. STEMsheet.com. (2017). Periodic Table Worksheet. Accessed on October 4, 2017 from: http://stemsheets.com/science/pdf/periodic-table-
worksheet/c3JjL3BlcmlvZGljLXRhYmxlLXdvcmtzaGVldCtrcy80MzM4K2hkLzIrbzEvMTUrbzJuMS8xK28ybjIvNDArbzNuMS8wK28zbjIvMCtwci8x
8. The Conversation. (2017). Periodic Table of the Elements. Accessed on October 4, 2017 from:
https://cdn.theconversation.com/files/155128/area14mp/image-20170201-12656-1hd5emj.jpg
9. The University of Sydney. (2017). Topic 1. Elements, Compounds and Mixtures. Accessed on October 4, 2017 from:
https://scilearn.sydney.edu.au/fychemistry/bridging_course/14bctopic1.pdf
 10. Vuong, M. (2017). Atoms Atomic Number and Mass Number
11. Vuong, M. (2017). Its elementary!. Accessed on October 4, 2017 from: https://play.kahoot.it/#/k/0b4880b0-3b08-4790-8a9c-87b095606ad6
12. Vuong, M. (2017). The Periodic Table
13. Whitley, A. (2012). Chemistry Worksheet, Atomic Number and Mass Number. Accessed on October 4, 2017 from:
http://queenwhitley.com/files/documents/Atomic-Number-and-Mass-Number-worksheet-1.pdf

Digital artefacts:
Justification

Understanding by design (UbD) or backwards design is an essential act of the

teaching career, where teachers are mindful of their consumer, the students, and
design teaching and learning experience to meet specified purposes in their lives
(McTighe & Wiggins. 2012). The three stages in the process of UbD starts with the
teacher identifying desired results, followed by determining acceptable evidence
and finishing with planning learning experiences and instruction. Essentially, the
approach allows teachers to design a unit of work from the back to the front, and
this paper will elaborate on a Stage 5 Chemical World unit of work produced by a
pre-serived teacher following this design philosophy.

In the first stage of UbD, the teacher considers goals, examine established content
standards and review curriculum expectations (McTighe & Wiggins. 2012). Teachers
should ask themselves what should students know, understand, and be able to
do?, what is worthy of understanding? and what enduring understandings are
desired? Henceforth, the key outcome (or essential question) of the unit of work is
how students explain the organisation of the periodic table, the structure of atoms
and properties of elements in the Periodic Table. This relates to one of the Fourteen
Big Ideas in Science, as Harlen (2010) suggests that the first of the big ideas is All
material in the Universe is made of very small particles. When teaching these big
ideas in science, the goal is not about reciting knowledge of a body of facts and
theories but rather how students progress towards key ideas which enable
understanding of events and phenomena of relevance to their lives (Harlen, 2010).
The teacher is concerned with students understanding of the structure of elements
on an atomic scale, which would then determine their properties and position on the
Periodic Table. Therefore, the unit of work was designed to target the skills that
students would have developed over the course of the program, in hopes that they
will able to demonstrate and apply their knowledge and understanding in making
creative and logical choices in the future, as well as solving the personal, social and
global issues of science. Once teachers have identified their outcome(s), the
teachers should have an idea on what the end result would look like and how do they
get students to that endpoint, and this can be achieved through the delivery of quality
lessons and diverse activities as well as using assessment as a means of measuring
and testing their skills.

The second stage of the UbD process is to determine what types of assessment are
suitable for checking students understanding and performance (McTighe & Wiggins.
2012). Part of being a scientist is to plan and conduct intellectual and practical
investigations based around specific scientific phenomena through observation and
experiment, and this is expressed in the unit of work as a student-orientated STEM
assessment task. Inquiry-based learning in a science classroom effectively takes
place when the teacher is the facilitator, while the student or group of students
construct their own individual and social learning, contributing ideas and find
innovative solutions using knowledge (Department of Education NSW, 2017). The
formative assessment task states that small groups of students will work
collaborative to construct an atomic model of a chosen element, with refer to one
atomic theory serving as the inspiration of the design. In order to effectively portray
their model and present their findings, students groups will need to plan and choose
equipment and conduct research regarding their element and atomic theory.
Therefore, students would able to demonstrate their skills in science, as well as
using other skills and expertises from other teaching disciplines, such as visual arts,
information and software technology and mathematics. Lastly, the role of the teacher
as facilitator can be seen, as the unit program explains that the teacher can actively
supervise each groups project and offer guidance when students are working on
their projects in the class. It goes without saying that formative assessment is a
major component in science education and should always been built into a teachers
unit program, as it promotes understanding and responsibility for students learning
(McTighe & Wiggins. 2012).

Finally, teachers will then plan for quality teaching instructions and diverse activities
for student learning (McTighe & Wiggins. 2012). This is evident in the program where
students apply their previous knowledge and understanding in order to carry out the
task, which is derived from lessons and activities leading up to the assessment task.
Some of these strategies for teaching and learning include: PowerPoint
presentations, Boardworks activities, Kahoot quizzes, concept development mapping
activities such as the construction of an timeline using ICT, and mathematical
exercises (Victoria State Government, 2017). Also, differentiation is a critical factor to
consider when teachers are planning teaching and learning experiences for student-
centred activities, especially when it comes to ICT and worksheet activities (Eick, C.,
Meadows, L., & Balkom, R. 2005; Pedaste, M., et al., 2014). This unit of work caters
to both Gifted and Talented students and students stuck in the zone of proximal
development, and scaffolding can be seen in the form of providing additional, more
advanced tasks, offering guidance and active supervision, and using effective
questioning. The strategies for teaching and learning aim to challenge and engage
students active participation in science. For that reason, these aforementioned
activities were chosen for this unit of work so that students develop positive
behaviours and gain confidence and interest in their learning, so that they are
become logical and innovative thinkers of the future.

To conclude, UbD can be a useful pedagogical approach when it comes to planning

and designing a unit of work. In line with this thinking, the teacher establishes
content is worthy and needful of understanding according to the syllabus, determines
evidence to assess student understanding, and provides learning experiences could
promote this understanding in students (McTighe & Wiggins. 2012). The unit of work
provides instances of how the teacher elaborately designed and planned their
strategies for each of the three stages in the UbD process. UbD is one of the many
theoretical teaching frameworks that educators can implement when designing their
program for any type of curriculum unit of work.
References:

1. McTighe, J. & Wiggins, G. (2012). Understanding by Design Framework.

Retrieved from:
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.
pdf
2. Pedaste, M., Meots, M., Siiman, L.A ., de Jong, T., van Riesen S.A.N.,
Kamp, E.T., Manoli, C.C., Zacharia Z.C., & Tsourlidak, E. (2014). Phases of
inquiry-based learning: Definitions and the inquiry cycle. Retrieved from:
https://vuws.westernsydney.edu.au/bbcswebdav/pid-3006930-dt-content-rid-
24168289_1/courses/102087_102088_102089_2017_2h/Phases%20of%20in
quiry.pdf?target=blank
3. Eick, C., Meadows, L., & Balkom, R. (2005). Breaking into Inquiry. Retrieved
from: https://vuws.westernsydney.edu.au/bbcswebdav/pid-3006931-dt-
content-rid-
24168290_1/courses/102087_102088_102089_2017_2h/Breaking-into-
Inquiry-_-Eick.pdf?target=blank
4. Harlen, W. (2010). Principles and big ideas of science education. Retrieved
from: https://vuws.westernsydney.edu.au/bbcswebdav/pid-3006934-dt-
content-rid-
24168291_1/courses/102087_102088_102089_2017_2h/principles-and-big-
ideas-of-science-education.pdf?target=blank
5. Victoria State Government | Education and Training. (2017). Concept
Development Maps. Retrieved from:
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/
science/continuum/Pages/conceptmaps.aspx#3
6. Department of Education NSW (2017). STEM: Science, Technology,
Engineering and Mathematics. Retrieved from: http://www.stem-nsw.com.au/